Abstract:

Mathematics for children, as in any other situation, should be intertwined with play and fun. Creating and developing their mathematical curiosity is through fun activities. Children also want to touch, taste and have fun with mathematics. For this reason, primary school teachers, who are helpful in the first acquaintance of children with school, have a very important role. Teachers are people who develop, direct, motivate, develop and implement activities, question and are expected to guide and direct the student to what the student should do. Therefore, it is an important issue for primary school teachers to design and implement mathematical activities by using their mathematical curiosity while teaching mathematics. In this study, it was aimed to examine the relationship between primary school teachers' ability to design activities for mathematics lessons and their mathematical curiosity. Correlational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 114 primary school teachers working in primary schools in Kırıkkale province, which were selected by purposive sampling method. In the research, the 'Mathematical Curiosity Scale' and the 'Scale for Determining the Competencies of Primary School Teachers in Preparing Mathematics Lesson Activities' were used as data collection tools. The data of the study were analyzed in terms of the total scores of the primary school teachers from the scales, their gender, years of seniority, the grade level they taught and the faculties they graduated from. The research data were analyzed with a statistical package program. As a result of the research, it was seen that the mathematical curiosity of the primary school teachers did not differ according to the variables of gender and grade level they teach. On the other hand, it was observed that there was a significant difference in favor of the primary school teachers who were 21 years and above in the variable of seniority and in the variable of the faculty they graduated from. A significant difference was observed only in the gender variable in the mathematics lesson activity preparation competencies of the primary school teachers. According to the analyzes conducted to examine the relationship between mathematics lesson activity preparation and mathematical curiosity, it was concluded that the relationship between the two scales was positive and moderate.

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